A Study of Middle School English Grammar Teaching in the CLT Framework 交际语言教学模式下中学英语语法教学研究 19页

AStudyofMiddleSchoolEnglishGrammarTeachingintheCLTFramework交际语言教学模式下中学英语语法教学研究ByZhanSanAThesisSubmittedtotheDepartmentofFundamentalTheoriesinPartialFulfillmentoftheRequirementsfortheDegreeofBachelorofArtsShandongSportUniversityJinan,ChinaJune10,2010 Abstract（小三，TimesNewroman，加黑，居中，1.5行距）Asanessentialpartoflanguage,grammarplaysanimportantroleintheprocessoflanguagelearning.Grammarteachingisaheatedlydiscussedtopicinforeignlanguageteachingcircle.SincetheapplicationofCLTinChina,grammarteachinghascausedmoreconcernthanbefore.Thisthesisillustratesthenecessityofgrammarteachinginthetheoreticalandpracticalperspectives.Intheory,thegoalofCLTistocultivatestudents’communicativecompetenceandgrammaticalcompetenceispartofit,soCLTdoesnotexcludegrammarteachingbutincludeit.Inpractice,ChineserealisticconditionsdeterminethatgrammarshouldbetaughtintheCLTframework.Thenthisthesisproposessomestrategiestoimprovegrammarteaching,whichtendstogivesomeenlightenmenttoEnglishteachers.（小四，timesnewroman,1.5行距）Keywords:（小四加黑，word不大写，与上文空一行）grammarteaching;CLT(communicativelanguageteaching);communicativecompetence;grammaticalcompetence（各词用分号隔开，分号后在英文输入状态下有一个空格）摘要（小三，宋体，居中，加黑，两字之间空两格，1.5行距）语法作为语言的重要组成部分，在语言学习中起着非常重要的作用。语法教学是外语教学界讨论最多的话题。自中国实施交际教学法以来，语法教学更是受到了前所未有的关注。本文从理论和实际角度探讨了语法教学的必要性。理论上，交际教学法的目标就是培养学生的交际能力，而语法能力是交际能力的一部分，所以交际语言教学模式并不排斥而是包含语法教学；从实际角度看，中国的具体国情决定了在交际语言教学模式下语法必须教。本文又提出了在交际语言教学模式下推进语法教学的几点意见，希望能给广大英语教学工作者提供一些启示。关键词：（小四加黑，与上文空一行） 语法教学；交际教学法；语法能力；交际能力（汉语输入状态下，各词用分号隔开）Contents（三号TimesNewRoman加黑居中1.5行距全部一页）1.0Introduction------------------------------------------------------------------12.0AnIntroductiontoCommunicativeLanguageTeaching----------------22.1FeaturesofCLT---------------------------------------------------------22.2PrinciplesofCLT-------------------------------------------------------33.0NecessityofGrammarTeachingintheCLTFramework---------------34.0RealisticReasonsofTeachingGrammarinChina-----------------------64.1EnvironmentofEnglishLearning-------------------------------------64.2GoalofEnglishLearning-----------------------------------------------74.3FormofEnglishAssessment-------------------------------------------75.0StrategiesofGrammarTeachingintheCLTFramework---------------75.1CreatingAuthenticSituations------------------------------------------85.1.1MakingFullUseoftheClassroom-----------------------------85.1.2CreatingSituationswithPictures-------------------------------85.2OrganizingCommunicativeActivities--------------------------------95.2.1Role-playing------------------------------------------------------95.2.2AdoptingDiscussionandDebate--------------------------------95.3TeachingGrammarinDiscourse--------------------------------------105.4MakingOldThings New-----------------------------------------------116.0Conclusion-------------------------------------------------------------------12References---------------------------------------------------------------------13Acknowledgements-------------------------------------------------------------15分页（目录四号，TimesNewRoman，1.5行距，全部一页）AStudyofMiddleSchoolEnglishGrammarTeachingintheCLTFramework（小二加黑，timesnewroman,居中）1.0Introduction（一级标题小三加黑，timesnewroman,左对齐）Asanessentialcomponentoflanguage,grammarplaysanimportantroleintheprocessoflanguagelearning.Grammarisalsoahottopicinforeignlanguageteachingresearch.LookingbackatthehistoryofforeignlanguageteachinginChina,wecanfindthatpeople’sdifferentattitudestogrammarhavebecomeaclueofmodernforeignlanguageteachingresearch.Grammar-translationmethodoccupiedEnglishteachingforaverylongtime.Inthetraditionalclass,theteacherwasthecenteroftheclassroomandthefocuswasonteachinggrammaticalstructuresandrules,andstudentswereforcedtomemorizetheserules.Inthe1970s,communicativelanguageteaching(CLT)aroseandwon greatpopularityamongmanycountries.CLTaimstocultivatelearners’communicativecompetence,anditadvocateslearninglanguagethroughuse.Inthe1980s,CLTwasintroducedtoChinaandcarriedoutthroughoutthewholecountry.However,theapplicationofCLTinmiddleschoolEnglishteachingmakesgrammarteachingaprominentproblem.BecauseofvagueorevenmisleadingconceptionsofCLT,someteachersthinkthatCLTexcludesgrammarteachinganditisunnecessarytoteachgrammarinaCLTclass,whilesomeotherteachers,deeplyinfluencedbytraditionalways,stillspendtoomuchtimeteachinggrammaticalstructures.Bothofthetwocasesarebadtostudents,becausetheformermakesstudentsfailtooutputgrammaticallycorrectsentences,andthelattermakesstudentsloseinterestinlearningEnglish.OnthebasisofCLT,thisthesisaimstomakecleartwopoints:(1)ShouldgrammarbetaughtinmiddleschoolEnglishteaching?(2)Howtoteach?Inthisthesis,abriefintroductiontoCLTismadeatfirst,whichcanhelpclarifytheunderstandingofCLT.Thenanattemptismadetoillustratethenecessityofgrammarteachinginmiddleschoolfromfourperspectives:(1)TherelationshipbetweencommunicativecompetenceandlinguisticcompetencedemonstratesthatCLTdosenotexcludegrammarteaching,becauselinguisticcompetenceispartofcommunicativecompetence;(2)TheenvironmentofEnglishlearninginChinarequiresgrammarteaching;(3)ThegoalofEnglishlearningneedsgrammarteaching;(4)Grammarisstillanimportantcomponentinvariousexaminations.Finally,somestrategiesareputforwardconcerninggrammarteachingintheCLTframework.（小四，timesnewroman，1.5行距，下同）2.0AnIntroductiontoCommunicativeLanguageTeaching2.1FeaturesofCLT（二级标题四号加黑，timesnewroman,左对齐）Hymes(1972)firstintroducedtheconceptof“communicativecompetence”,whichreferstotheabilitynotonlytoapplygrammaticalrulesofalanguageinordertoformgrammaticallycorrectsentencesbutalsotoknowwhenandwheretouse theserulesandtowhom.However,“Hymes’communicativecompetence,whichissocialinguitically-oritentedonthebasisofone’snativelanguage,doesnotseemtobeverysuitableforforeignlanguageteaching”(Gao,2003:51).Later,CanaleandSwain(1980)combinedtheconceptofcommunicativecompetencewithforeignlanguageteaching,anddevelopeditintofourcomponents,namely,grammaticalcompetence,sociolinguisticcompetence,discoursecompetenceandstrategiccompetence.Onthebasisofthetheoryofcommunicativecompetence,anewapproachtolanguageteaching—communicativelanguageteaching—arose,anditemphasizesthatthegoaloflanguageteachingistodeveloplearners’communicativecompetence.InordertohelpunderstandCLTclearly,manyscholarsmakestatementsaboutthefeaturesofCLT.AspointedoutbyLittlewood(2000:1):“oneofthemostcharacteristicfeaturesofcommunicativelanguageteachingisthatitpayssystematicattentiontofunctionalaswellasstructuralaspectsoflanguage,combiningtheseintoamorefullycommunicativeview.”Nunan(1991)listsfivefeaturesofCLT:1.anemphasisonlearningtocommunicatethroughinteractioninthetargetlanguage.2.theintroductionofauthentictextsintolearningsituation.3.theprovisionofopportunitiesforlearnerstofocusnotonlyonlanguagebutalsoonthelearningprocessitself.4.anenhancementoflearners’ownpersonalexperienceasimportantcontributingelementstoclassroomlearning.5.anattempttolinkclassroomlanguagelearningwithlanguageactivitiesoutside.ThesefivefeaturesshowthatCLTpaysmuchattentiontotheneedsandinterestoflearners,sostudentsbecomethecenteroftheclassandthelanguageteacherdonotplayadominantrole.CLTisquitedifferentfromtraditionalapproach,soitisnecessarytounderstandtheprinciplesofCLT.2.2PrinciplesofCLT Onthebasisofpreviousliterature(e.g.Nunan,1991),theprinciplesofCLTcouldbesummarizedasbeingcontext-oriented,experience-basedandlearner-centered.Bybeingcontext-orientedismeantthatanewitemshouldbepresentedandpracticedincontext.Fromacommunicativepointofview,languageitemsonlytakeonmeaningasaresultofthecontextinwhichitisused,thatistosay,anitemdevoidofcontextcannotproperlybesaidtohaveameaningatall.Forexample,onewordmayhavemanymeaningsinthedictionary,butitisthecontextinwhichitissetthatdecideswhichmeaningisrightandsuitable.Learner-centerednessmeansthatlearnersarethecenteroftheclassroom.CLTlaysemphasisonlearnersandlearning.Learnersareseenasactiveparticipants,ratherthanpassiverecipientsofinformationprovidedbytheteacherorthetextbook.CLTinvolveslearnersinthewholeprocessoflearningandmakeslearnerslearnbydoing.Therefore,teachersarenolongerregardedasanauthorityonlanguage,butafacilitator,amanagerandanadvisoroflearners.3.0NecessityofGrammarTeachingintheCLTFrameworkAsthefactthatthegoalofEnglishteachingistocultivatelearners’communicativecompetencehasbeenacceptedbyresearchersandEnglishteachers,CLThasbeenwidelyappliedinourcountry.TheemergenceofCLTmakessometeachersthinkthatCLTisadvancedandobjectstothetraditionalmethod,sotheyneglectgrammarteachingintheclassroom.However,theoverlookofgrammarbringsaboutbadinfluences,thatis,studentscannotoutputgrammaticallycorrectsentences.Manyteachersareconfusedwhethergrammarshouldbetaughtornot.Ofcoursetheanswerisaffirmative.Infact,CLTdoesnotexcludegrammarteaching,andthiscanbeillustratedfromtherelationshipbetweengrammaticalcompetenceandcommunicativecompetence.AccordingtoHymes,communicativecompetencereferstotheabilityofhowtouseknowledgeofrulestounderstandandproduceappropriatelanguageinavarietyof socioculturalsettings,andhe(1972:19)thinkscommunicativecompetenceincludes:1.knowledgeofthegrammarandvocabularyofthelanguage;2.knowledgeofrulesofspeaking(e.g.howtobeginandendconversation);3.knowinglanguagefunction(e.g.agreeing,disagreeing,arguingandadvising.etc.);4.knowinghowtouselanguageappropriately(talkingtoafriendisdifferentfromtalkingtoyourboss);Hymes’interpretationofcommunicativecompetenceputsgrammarinthefirstpart,sogrammarisnecessarytocultivatecommunicativecompetence.Latter,CanaleandSwain(1980)developedanewinterpretationofcommunicativecompetenceconsistingoffourcomponents:1.Grammaticalcompetence.Itistheknowledgeoflexicalitemsandofrulesofmorphology,syntax,sentence,grammar,semanticsandphonology.2.Sociolinguisticcompetence.Itistheknowledgeofsocial-culturalrulesoflanguageanddiscourse.3.Discoursecompetence.Itistheabilitytoconnectsentencesinstretchesofdiscourseandformameaningfulwholeoutofaseriesofutterances.4.Strategiccompetence.Itistheverbalornonverbalcommunicativestrategiesthatmaybecalledintoactiontocompensateforbreakdownsincommunicationduetoperformancevariablesorduetoinsufficientcompetence.CanaleandSwain(1980)agreedthatbothgrammaticalcompetenceandsociolinguisticcompetenceareimportantelementsinanytheoreticalframeworkofcommunicativecompetence.They(1980:5)say:“justasHymes(1972)wasabletosaythattherearerulesofgrammarthatwouldbeuselesswithoutrulesoflanguageuse,sowefeelthattherearerulesoflanguageusethatwouldbeuselesswithoutrulesofgrammar.”SogrammarisnecessaryandessentialforcommunicationtotakeplaceLittlewood(2000:6)suggeststhatthefollowingfourdomainsofskillmakeupaperson’scommunicativecompetenceandmustberecognizedinforeignlanguagelearningandteaching. 1.Thelearnermustattainashighadegreeaspossibleoflinguisticcompetence,thatis,hemustdevelopskillsinmanipulatingthelinguisticsystem,tothepointwherehecanuseitspontaneouslyandflexiblyinordertoexpresshisintendedmessage.2.Thelearnermustdistinguishbetweentheformswhichhehasmasteredasapartofhislinguisticcompetence,andthecommunicativefunctionswhichtheyperform.Inotherwords,itemsmasteredaspartofalinguisticsystemmustalsobeunderstoodasapartofcommunicativesystem.3.Thelearnermustdevelopskillsandstrategiesforusinglanguagetocommunicatemeaningsaseffectivelyaspossibleinconcretesituations.Hemustlearntousefeedbacktojudgehissuccess,andifnecessary,remedyfailurebyusingdifferentlanguage.4.Thelearnermustbecomeawareofthesocialmeaningoflanguageforms.Formanylearners,thismaynotentailtheabilitytovarytheirownspeechtosuitdifferentsocialcircumstances,butrathertheabilitytousegenerallyacceptableformsandavoidpotentialoffensiveones.InLittlewood’sdefinitionofcommunicativecompetence,linguisticcompetencealsooccupiesaprominentposition.Hestatedtheimportanceofgrammarasfollows:“Acommunicativeapproachtothecontentofacourseneednotinvolveabandoningtheuseofstructuralcriteriaforselectionandsequencing,…,Masteryofthestructuralsystemisstillthebasicrequirementforusinglanguagetocommunicativeone’sownmeanings”(Littlewood,2000:77).Wilkins(1976:66)alsoadmittedtheimportanceofgrammar.Asarguedbyhim,“itistakenheretobealmostaxiomaticthattheacquisitionofthegrammaticalsystemofalanguageremainsamostimportantelementinlanguagelearning.Thegrammaristhemeansthroughwhichlinguisticcreativityisultimatelyachievedandaninadequateknowledgeofthegrammarwouldleadtoaseriouslimitationonthecapacityforcommunication”(Wilkins,1976:66).Fromtheanalysisandstatementsabove,itcouldbesafelyconcludedthatgrammarisnecessaryintheCLTframework,andtheapplicationofCLTdoesnot excludegrammarteaching.“Withoutgrammaticalknowledgeasthefoundation,itisimpossibleforlanguagelearnerstogofarindevelopingtheircommunicativecompetenceofaforeignlanguage”(Gao,2003:51).4.0RealisticReasonsofTeachingGrammarinChina4.1EnvironmentofEnglishLearningAccordingtoKrashen(1981),grammarteachingisunnecessary,becauselanguageincludinggrammarcanemergeasaresultofcomprehensibleinput.Thatistosay,beingexposedtothetargetlanguageenvironment,learnerscannaturallyacquireitandinternalizethegrammarrules.Thisispartlytrueinacquiringasecondlanguage,butEnglishistypicallytaughtasaforeignlanguageinChina,andlearningplaysamoreimportantrolethanacquisitionintheprocessofmasteringEnglish.Secondlanguageteachingtakesplacewithinthetargetlanguagecommunity,whileforeignlanguageteachingiscarriedoutoutsidethetargetlanguageenvironment,mostlyintheclassroom.Foreignlanguagelearningusuallyrequiresmoreformalinstructionforthelackofenvironmentalsupport.Acquisitionreferstosubconsciouslearninginthenaturalenvironment,whichisnotinfluencedbyexplicitformalinstruction.Learningalanguageisaconsciousprocessoflanguagedevelopment,whichneedstheintendedandexplicitformalinstructionintheartificialenvironmentsuchasthelanguageclassroom.AsmostChinesestudentslearnEnglishinChina,whichisfarawayfromEnglishspeakingcountries,theycannotacquireEnglishandinternalizegrammaticalrulesbybeingexposedtoit.Insomepoorareas,teachersandtextbooksaretheonlylanguagesource,solanguageinputislimited.Whatisworse,studentshavetodealwithothersubjectsandthetimeandenergyassignedtoEnglishlearningislimited,sothechancesforthemtoacquireEnglishareverysmall.Theformalinstructionintheclasswillovercomethedifficultiesofpooracquisitionalenvironmentandacceleratetheirlearningprocess.4.2GoalofEnglishLearning ThegoalofEnglishlearningisnotsimplytoimprovespokenEnglish,buttodeveloplistening,speaking,readingandwritingskillswholly.Studentswillcomeacrossmanylongandcomplexsentencesintheprocessofreading.Amasteryofgrammaticalruleswillundoubtedlyhelpthemtoanalyzethesecomplicatedsentences,andthiswillgivethemasenseofsuccessandhelpthembuildtheirconfidence.InthebeginningstageoftheapplicationofCLT,manyteacherspaidmuchattentiontofluency.Theyspentmuchtimepracticinglisteningandspeakingskillsintheclassroomandavoidedexplicitgrammarteaching.Asaresult,studentscouldnotoutputcorrectlywithoutenoughknowledgeofgrammar.TheirEnglishlevelcouldnotbeimprovedtoalargeextent,andtheirinterestandconfidencewouldbeaffectedbadly.Inthecourseofcultivatingcommunicativecompetence,accuracyisasimportantasfluencyandisthebasisforsuccessfulcommunication.“Whenpeoplespeakandwrite,grammarwillfunctionasamonitortomakesurethattheirproductionisaccurate”(Gao,2003:51).4.3FormofEnglishAssessmentInChina,itisdifficulttoavoidgrammar-basedtestforstudents.Theyneedadequategrammaticalrulestodealwithmanykindsofexaminations.TestsforHighSchoolandNationalMatriculationEnglishTestaretwoimportantentranceexaminationsforChinesestudents.Passingthemtoenterexcellenthighschoolsorcollegesforfurthereducationismoststudents’dream.Thoughthedesignoftheseexaminationshaschangedalot,grammar-orientedexercisesstilloccupyanimportantplace.ThereforestudentshavetoknowtherulesofEnglishgrammarinordertodowellinsuchtests.5.0StrategiesofGrammarTeachingintheCLTFrameworkThegoalofmiddleschoolgrammarteachingisnotonlytomakestudentsmasterthegrammarstructuresbutalsotomakethemcommunicatesuccessfullyusingappropriategrammaticalrules.Asgrammarisnecessaryandimportant,teachers shouldadoptflexiblewaystopromotegrammarteaching.5.1CreatingAuthenticSituationsInordertomakestudentslearngrammarmoreeasily,teacherscancreateauthenticsituationstopresentgrammaticalpoints.Thesituationcanbeauthenticorsemi-authenticbutshouldbeclosetostudents’life.5.1.1MakingFullUseoftheClassroom（三级标题小四加黑，timesnewroman,左对齐）Ifitisnecessaryandavailable,teacherscanmakefulluseoftheclassroom.Forexample,whenpresenting“therebe”structure,theteachercandescribetheclassroomusingthefollowingsentences:Thereisablackboardinourclassroom.Therearefourwindowsinourclassroom.Therearetwodoorsinourclassroom.Thereisaboxonthedesk.Now,studentsmayrealizethefunctionandthemeaningofthisstructure,andthentheteachermayencouragestudentstodiscovertherulesbythemselves.Next,theteachermakessomecorrectionsandassuresthestudents’guesseswithproperstructure.Finally,theteacherencouragesstudentstodescribetheirbedroomsordrawingroomswiththelearnedstructure.5.1.2CreatingAuthenticSituationsWithPicturesTherearemanypicturesinEnglishtextbooks,sotheteachercanmakefulluseofthesepicturestocarryouttheteachingprocess.Thepicturescangivestudentsalivelyimpression.Forexample,iftheteacherwantstoteachthepresentcontinuoustensetothestudents,heorshecanusethepictureonPage17,Book2ofGoforit!(LiuDaoyi:2005)Teacher:Lookatthepicture,whatcanyousee?Students:Wecanseealotofboysandgirls. Teacher:Whataretheydoing?(Itisanewitemandtheteachermaytranslatewhilewritingitdownontheblackboard.)Students:They…(Studentsnowhaveadesiretoexpresswhattheboysandgirlsinthepicturesaredoing)Thestrongdesirewillmakethemlistentotheteacher’sillustrationwithhighattention.Theteachercanalsocollectsomepicturesindailylifesothattheywillusetheminthefuture.5.2OrganizingCommunicativeActivities5.2.1Role-PlayingRole-playingactivitiesarethoseinwhichstudentsareaskedtoimaginewhotheyareindifferentsituationsandactaccordingly.Moststudentsliketoplaygames,sorole-playingwillundoubtedlystimulatetheirinterest.Theywillfocusontheknowledgeaswellastheactivities.Forexample,thereisastoryhappeninginamall,andthepassivevoiceofthepastprogressiveaspectcanbeintroducedinthestory.First,theteacherassignstherole,studentAplaysthecustomer,studentBplaysthethiefandtheteacheristhedirectorandseller.AftertheteachertellsAandBhowtoplay,therestseethefollowingscene:Aisselectinggoods,BiswalkingtoAandpickingthepurseoutfromA’sbagandrunsquickly.Afeelsherbagmoved,suddenlysheseesBrunningnervously,andfindsherpursestolen,thensheshoutsloudly:“oh,mybagiscut,mypurseisstolen”.HearingA’sshouts,theselleralsoshouts:“Let’schasethethief”,thentheyarechasingthechief.Atthesametime,theteacherspeaksinahighvoice:“Herbagiscut,andthethiefisbeingchased”,atthesametime,theteacherwritesthesentencesontheblackboardandasksthestudentstofollowher.Whenthegameisfinished,theteachermayasktwoquestions:(1)Whathappenedtothecustomer?(2)Whathappenedtothechief?Thenthestudentswillansweractively:“Herpursewasstolen,thethiefwasbeingchased.”Atlast,theteachersummariestheruleandfunctionofthepassivevoiceofthepastprogressive aspect.5.2.2DiscussionandDebateDiscussionsanddebatesaremeaningfulcommunicativeactivities,inwhichstudentscanexchangeopinionsfreelyandillustratetheirownviewsinthetargetlanguage.However,itislikelytobesuccessfulforupper-intermediateandadvancedlevellearners.Besides,theteachermaymakesomechangesbystartingwithsomecontrolledpractice,andthenleadtheworkintomorecommunicativeactivities.Hereisanexample.First,theteachertellsstudentstowritedownthesentencehereads.Howdoyouthinksmokinginpublicplaces?(Possibly,it’sthefocusofthetextthathasjustbeenlearned.)Second,theteachertellsstudentstorewritethesentencetosuittheirideas.Forexample,Ithinksmokinginpublicplacesshouldbebannedbecauseitisharmfulfornon-smokers.It’shisrightforanyonetodecidewherehesmokes.Thebanonsmokinginpublicplacesistakentooseriously.Third,theteacherreadsorwritessomeofthesentences,givingstudentsadequatetimetowritetheirown.Fourth,theteacheraskssomestudentstoreadtheirwritingandwritesomesentenceswhicharecontroversialastopicsofdiscussionontheblackboard.Fifth,theteacherdividesstudentsintogroups,lettingthemdogroupworkbydiscussingthem.Lastly,whenfinishingthis,everygrouphasaspokesmantomakeamini-speechonthetopic.Discussionsanddebateswillbeveryusefulinteachingreadingandwriting.Somestudentsoftenfeelrefrainedwhentheycometowritingessays.Forexample,theydonotknowhowtobeginortheyhavelittleinformationaboutthetopicforthetimebeing,whereassomestudentsmayknowalotaboutthetopicbutthereisnocentralideaintheirworkorthecentralideaisawayfromtherequirement.Therefore,throughdiscussion,theformer’sviewswillbebroadenedandthelatter’sviewswillbein order.5.3TeachingGrammarinDiscourseInthetraditionalclassroom,grammaticalpointsareoftenintroducedinsinglesentenceswhicharenotsetinspecificdiscourses.Whatisworse,toillustratesomeitems,someteachersoftenfabricatesomesentencesrarelyusedinauthenticcommunication.However,writtensentencesinspecificdiscoursesarejustlikespokenutterancesindailycommunicationinwhichtheirmeaningsofsentencesaredeterminedbythecontext.Therefore,theexamplesusedbymostteachersinthepastcutofftherelationbetweengrammaticalrulesandfunctions.Teachinggrammarindiscoursewillstrengthenstudents’awarenessofdiscourseandmakethemrealizedthatgrammaticalrulesarenotonlyinfluencedbysinglesentencesbutalsoaffectedbythediscourse.Forexample,whenintroducingthepassivevoiceofpresenttense,theteachermayhavestudentsreadthefollowingessays:Whichlanguageisspokenbythelargestnumberofpeopleintheworld?Ofcourse,theanswerisChinese.Butwhichlanguageisthemostwidelyspokenintheworld?TheanswerisEnglish,EnglishisspokenasafirstlanguagebymostpeopleintheUS,GreatBritain,Canada,AustraliaandNewZealand.Butitisalsousedverywidelyasaforeignlanguageinmanyothercountriesintheworld.Afterreadingtheabovepassage,studentswillrealizethatthepassivesentencesarenotjustthetransformationofactivesentences,buttheyarealsotheresultoftheinfluencesofthediscoursetopic(GaoQiangandZhaoNa,2007:3).However,thediscourseselectedshouldbemeaningful,interestingandcomprehensible,andthetopicshouldbeup-todateandrelevanttostudents’reallife,sothematerialcanstimulatestudents’interestandtheirdesiretostudy.5.4MakingOldThingsNewManyprofessors(EditorialBoardofForeignLanguageTeachingandResearchinBasicEducation,2007)advocatethattraditionalproceduresmaynotberejectedabsolutelybutcouldbereinterpretedandextended.ThehistoryofEnglishteachingis verylonginChina,andEnglishteachershaveaccumulatedexcellentexperienceinteachinggrammar,whichshouldnotbeoverlooked.Forexample,patterndrillwasoneofthemajorwaystoteachgrammarandonceprovedtobeveryeffectiveinEnglishteachinginChina.However,withthepopularizationofCLTinrecentyears,ithasbecomeatargetofattack,becausetherepeatedtrainingofasentencepatternisfarbeyondrealcommunication.Buttheteachercangoonestepfurthertomakepatterndrillscommunicative.Paulston(1976,quotedfromRivers,1983)groupsdrillsintomechanicaldrills,meaningfuldrillsandcommunicativedrills,whichcanbringnewmeaningtotheteachingofgrammarinourcountry.Inmechanicaldrills,thereiscompletecontroloftheresponsessothatstudentsdonotevenneedtounderstandthedrilltoproducethecorrectresponse(asinsimplesubstitutiondrills).Paulston(1976,quotedfromRivers,1983)suggeststhatifanonsensewordcanbeinsertedaseffectivelybythestudentsasameaningfulword,thenthedrillisoneofthemechanicaltypes.Forexample:Pattern:Iamholdingabook.Cue:Magazine.Response:Iamholdingamagazine.Cue:BananaResponse:Iamholdingabanana.Inmeaningfuldrills,thereisstillcontroloftheresponses(althoughitmaybecorrectlyexpressedinmorethanoneway),butstudentscannotcompletethedrillwithoutfullyunderstandingwhattheyaresaying.Thefollowingisanexampleofmeaningfuldrill:Question:whendidyouarrivethismorning?Answer:Iarrivedatnineo’clock.Question:whenwillyouleavethismorning?Answer:Iwillleaveatsixo’clock.Inacommunicativedrill,thereisnocontroloftheresponse.Studentshavefreechoicesoftheiranswers,andthecriterionofselectionhereishisownopinionofthe realworld—whateverhewantstosay.Forexample:Question:whatdidyouhaveforbreakfast?Answer:Ihadtoastandcoffeeforbreakfast.Or:IdidnothavebreakfastbecauseIwasafraidofmissingthebus.SomestudentswhoarenotconfidentabouttheirEnglishandknowclearlywhattheteacherexpectswouldremainintheareaofpseudo-communication,butothersmayturnthisintorealinteraction.6.0ConclusionThispaperfocusesonthenecessityofgrammarteachingandthestrategiesofgrammarteachinginthemiddleschool.ThenecessityofgrammarteachingisillustratedintermsoftheoriesandrealisticreasonsinChina.NowitiswidelyacceptedthatgrammarshouldbetaughtinChina.ThedetaileddiscussionaboutthenecessityofgrammarteachingcanhelpclarifytheexistingmisconceptionthatCLTexcludesgrammarteaching.Thensomestrategiesareproposedtoimprovegrammarteaching.Grammarteachingisaheatedlydiscussedtopic.Thispaperjustmakesaskin-deepstudyofit.Morestudiesshouldbecarriedoutinordertoexplorethepracticalstrategies.References（空两行，不单独起一页，小三，加黑，timesNewroman，左对齐。标点符号为英语状态下）[1]Canale,M.&M.Swain.Theoreticalbasesofcommunicativeapproachestosecondlanguageteachingandlearning[J].AppliedLinguistics,1980,(1).[2]GaoQ.AtentativeprobeintogrammarteachingtoEnglishmajors[J].EnglishTeachingandResearchinNormalSchool,2003,(6).[3]Hymes,D.Oncommunicativecompetence[A].inJ.B.Pride&J.Homels,(eds.) 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